This study surveyed primary and secondary school teachers
in Belgium, Great Britain, France, Germany, the Netherlands, Norway,
and Sweden, using the same questionnaire across all countries. France
has 350 respondents, Norway 400, Germany 365, Sweden 443, the
Netherlands 400, Belgium 400, and England 400. Questions in the first
section of the interviews were directly related to the respondents'
roles as teachers: their job satisfaction, estimates of the prestige
of their jobs, comparisons of secondary and grammar school teachers
and public ... (more info)

This study surveyed primary and secondary school teachers
in Belgium, Great Britain, France, Germany, the Netherlands, Norway,
and Sweden, using the same questionnaire across all countries. France
has 350 respondents, Norway 400, Germany 365, Sweden 443, the
Netherlands 400, Belgium 400, and England 400. Questions in the first
section of the interviews were directly related to the respondents'
roles as teachers: their job satisfaction, estimates of the prestige
of their jobs, comparisons of secondary and grammar school teachers
and public and private school teachers, suggested educational reforms,
teaching experience, and the influence of teachers as professionals on
political and international affairs. In addition, respondents were
asked open-ended questions probing their tolerance of political
differences, their attitudes toward war, national defense efforts, and
world government, their optimism or pessimism regarding international
events, perceptions of other nationalities and their government's
relationship with other countries, their identification of interest
groups with influence in the government, and their political
identification. Demographic variables include sex, age, marital
status, number of children, other professional experience, and war
experience.

Access Notes

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Universe:
Primary and secondary school teachers from Belgium, Great
Britain, France, Germany, the Netherlands, Norway, and Sweden.

Data Types:
survey data

Methodology

Sample:
A separate sample was drawn in each country, with an
intended size of 400 respondents, of which 300 were to be primary
school teachers and 100 secondary school teachers, regardless of the
actual national ratios of primary to secondary school teachers. For
each subsample respondents were then randomly selected within
geographical and other strata chosen to reflect the major
distributions of teacher characteristics within the country.